Please enable JavaScript.
Coggle requires JavaScript to display documents.
Bilingual advantage, bidialectal advantage or neither? Comparing…
Bilingual advantage, bidialectal advantage or neither? Comparing performance across three tests of executive function in middle childhood (Ross & Melinger, 2017)
GENERAL DISCUSSION
a systematic review
Table 3: no single task has consistently been found to index a bilingual advantage in cognitive inhibition or flexibility.
-
-
-
:warning: the crucial question: whether switching between dialects is cognitively equivalent to switching between languages
INTRODUCTION
Hypothesis: bidialectals might perform between monolinguals and bilinguals, or outperform both.
Previous study: no bilingual or bidialectal EF advantage for elderly speakers. (rationale for choosing mid-childhood)
Implications: separating bidialectals from monolinguals might help explain inconsistency; add weight to bilingual advantage hypothesis; test whether level of distinction is important; influence policy decisions
-
STUDY 2: flexibility
-
-
Methods
Participants: 90 children; 49 bilinguals, 20 bidialectals, 21 monolinguals/dialectals
Berg Card Sorting Task: shape, color, number; rule changes after 10 correct responses
STUDY 1: inhibition
Results (page 6/21)
Simon task: significantly lower error rates among bilinguals; no significant difference in reaction time
-
-
Discussion
-
Bilingual advantage may be better indexed by some tasks than others, and the most effective tasks may vary by age range.
-
Methods
Participants: 147 children (6-9 years); 54 bilinguals (English+Gaelic/others), 48 bidialectals (Standard+Scotish English), 45 monolinguals/dialectals
-
-